The sequence you sent is the one that I have found works best in the years
that I have taught chemistry and physical science. In reply to those who do
not like to start off with measuring and math, my kids have great fun with
measuring projects!
-Susan Aycock

I too am interested in a topic sequence. I have been teaching chemistry
for many years. I have tried many different sequences. The other chemistry
at my school has a different philosophy from me and we seem to be at odds
over this. Input from everyone would really be appreciated.

You mentioned that you don't start off the year with moles. What IS
your sequence of topics? I'm a first-time chem teacher (also teaching bio &
physics too) and I dislike starting off with lots of math, but I haven't
thought of a better way to do it. Any suggestions?

First a comment on the effective classroom strategies. I certainly
need to keep hearing these and see what I can improve on, and what is
slipping. I started "math buddies" this year when a started moles. Happily
we don't teach moles at the beginning of the year and so the students are
comfortable with the class environment by the time we hit that place in the
curriculum. I have found that the weaker students will be pulled up by a
having a math buddy to check homework answers or hearing a different
explanation in kid terms while they work on problems in class. The student
also doesn't have to wait until I help three other students en route to
them. So far I like what is happening in class. I definitely have fewer kids
in crisis mode right now!
On to the video. I don't have the bio background to draw from for the
Chem of Life so will have to do some reading. However even the cereal demo
showing the iron at the beginning of the year would be a great way to start
them talking about everyday chemistry. "Look at what you are eating!" The
reference to drugs affecting the body's equilibrium, and in acids and bases,
with poisoning, how diluting is not enough, are both very interesting as
teenagers are well aware of both (peers, and babysitting). I have tried the
reb cabbage indicators and found it to be great. (The blackberries and
blueberries may be too tempting a snack for some though.)
Just as I start reactions and how chemists are always looking for
ractions to make new or better products I need to bring in that idea of the
very best selective reactions having no byproducts. Perhaps if I send the
students away to mull over the question of what makes the best reaction...?
I think that if I could get a quick synopsis of what the students do
in bio I would have been better prepared for this video. It's all in the
connections they make.
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